Literacy Environment Analysis Kathryn R Stuart Walden University Literacy Development PreK3 (READ 6706R 3) Dr. Phyllis McCully June 12, 2016
Literacy EnvironmentAnalysis
Kathryn R StuartWalden University
Literacy Development PreK3 (READ 6706R 3)Dr. Phyllis McCullyJune 12, 2016
Getting to Know Emergent Literacy Learners
Characteristics-Beginning to understand concepts of print-Recognizes and names upper and lower case letters-Developing phonological awareness-recognizes phonemes, syllables, and rhyme -Beginning to learn sound/symbol relationships-Starting to read sight words and CVC words
Getting to Know BeginningLiteracy Learners
Characteristics-Developing an understanding of the alphabet,phonological awareness, and early phonics-Increased knowledge of sight words-Developing a much better grasp of comprehensionstrategies and word-attack skills-Recognizes different types of text-Recognizes that reading has a variety of purposes
Assessments Used forEmergent Reader
Cognitive Assessments Used-Student Oral Language Observation Matrix (SOLOM)
-MCLASS-Phonemic Awareness-MCLASS-Concepts of Print
-MCLASS-Phoneme Segmentation Fluency (PSF)-Nonsense Word Fluency (NWF)
Assessments Used for theBeginning Reader
Cognitive Assessments Used-MCLASS-Comprehension
-Early Names Test-Phonics
Non-Cognitive Assessment-My Feelings about Reading
Selecting a Text
Linguistic
InformativeN
arrative
Semiotic
When selecting a text, it is useful to
use the Literacy Matrix tool
introduced by Dr. Douglas Hartman.
Books are identified as linguistic
wordoriented; informative gives
true facts; narrative tells a story;
and semiotic symbols and pictures
(Laureate, 2014). Dr. Janice Almasi
adds another dimension to selecting
a text, which is text difficulty.
This includes readability, size of
text, text length, and visual support
(Laureate, 2014).
Text Used forEmergent Reader
Narrative/linguistic/hardback
Narrative/informationalhardback
Narrative/linguistic/digital
I chose the topic of pigs for my lessons. In doing so, I chose a hardback and a digital that fit
the descripition of narrative/linguistic. The other book I chose was a narrative/informational
text. All books were chosen because they were engaging and simply written for better
comprehension. Text size was large, and pictures were engaging. It was easily readable,
and it was short. I primarily chose these books to help with letter knowledge and sounds as
this was my student's area of needs based on her assessments.
Text Used for Beginning Reader
Narrative/Informational
Narrative/LinguisticNarrative/linguistic
I chose the topic of pigs for my lesson. In doing so, I chose a hardback and a digital that
fit the description of narrative/linguistic. The other book i chose was a
narrative/informational text. All books were chosen because the text was larger, pictures
were engaging, the length was just right, and it was easily readable. I primarily chose
these books to help with retelling key details and decoding skillsspecifically CVCe words
as these were the areas of need based on my students assessments.
The Emergent Reader LessonThis is Reader A's first year in school. She is a 5 year old Hispanic student who receives ESOLservices. This student has many family difficulties, including poverty, divorce, and instability. ReaderA started school with no letter sound knowledge, no number knowledge, and she could not write or tellyou the letters in her name. At this point, she knows all but 4 letters of the alphabet, knows most of hersounds, is starting to sound out words, and is in the lateprephonemic stage of writing. She has madegreat strides, but at this time is independently reading on Level 2 books. Based on her assessments,she needs further instruction on letter knowledge and sounds. She will be repeating Kindergarten atthis point.
Skills and strategies addressed in the lesson-Fluency- through shared reading-Concepts of Print-through shared reading-Phonemic Awareness-knowledge of letters and sounds/more specifically rhymingwords, phoneme manipulation, and phoneme substitution-by making rhymingwords; identifying beginning and ending sounds; substituting initial sounds tomake new words-Writing- aids in comprehension and allows for practice matching letters tosounds when writing/labeling facts about pigs
The Beginning ReaderReader B is a 6 1/2 year old African American Kindergarten student, and he is the oldest in the classBased on recent MCLASS scores, he reads on a level 15 (98% on the nonfiction book). He actuallyreads much higher, but he was not able to pass the written part of the reading comprehension forlevel 16. For that part, because it is the level for end of 1st grade, the student must be able to writethe answers to the comprehension questions (district policy). This student is extremely bright, butvery immature. He has a father, who is very demanding, and a very, disabled threeyear old brother. Based on the assessments I did, he needs further instruction on CVCe words and finding/writinganswers to comprehension questions.
Skills and strategies addressed in the lesson
Decoding skillsincluding CVCe words and compound words
Strategies to use when looking back in a text to find key details when retelling
a story or recounting information
Writing for a purpose
Reflection
Upon reflecting on my lessons, I noticed that the emergent and beginning readers needed
very similar instructional help, but to a different degree. Both readers needed help with
strategic decoding skills. These skills were different, though, because the skills needed
were based on the level of books being read.
Through these lessons, I saw that the students writing tends to match their reading, so to
increase both, I must find ways to improve the student's literacy environment by
implementing lesson that include reading, writing, listening, and speaking instruction in
order to increase language development in reading.